معرفی
Prof. Dr. Susanne Koerber serves as Professor of Educational Psychology within the Department of Early Education at the University of Education Freiburg. Her research investigates cognitive and emotional development across childhood through early adulthood, with particular focus on scientific reasoning trajectories, theory of mind mechanisms, and emotion-regulation in learning contexts. She directs the Science P/S/K longitudinal projects and develops standardized assessment tools including Science-K (preschool) and Science-P (primary-to-adult).
Her research program integrates developmental psychology with educational applications, examining how curiosity drives scientific reasoning, how theory of mind components relate to social outcomes like loneliness, and how digital environments influence emotional learning. Current projects explore self-regulation interventions and emotion assessment methodologies, emphasizing practical classroom applications through empirical studies with children.
Recent publications demonstrate consistent high-impact contributions to developmental science, particularly in understanding the interplay between scientific reasoning and social cognition. Her work shows increasing focus on longitudinal designs and intervention development, with strong representation in top-tier journals like Child Development and British Journal of Developmental Psychology.
Notable recognitions include:
- TOP downloaded article (2022/23) in Child Development
- TOP cited article (2020/21) in British Journal of Developmental Psychology
Prof. Koerber actively mentors bachelor's and master's students through empirical thesis projects involving emotion assessment test development and self-regulation interventions. Students gain comprehensive research experience from study design to data interpretation while working within her collaborative research team. Current opportunities emphasize hands-on experience with child participants and scientific methodology.
Her research group maintains active development of assessment instruments while expanding into digital learning environments and emotion-regulation interventions, with ongoing projects examining theory of mind development and scientific reasoning across diverse educational contexts.
